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the charts, one may see when and how long these states flourished; their rise, progress, and fall; and what states were contemporary with each other.

The first of these charts is perhaps less original in its construction and plan, than any of the number, being, except in the ecclesiastical part, much like those of Priestley and Bailey. As a whole, they manifest great ingenuity of contrivance, and convey as much knowledge, and in a way as intelligible, as we can conceive that this mode, striking as it appears, is capable of conveying; and being bound separately from the Elements, and accompanied by questions adapted to the use of them, they can be studied by themselves, or in connexion with any compend of history.

The best method of teaching history, as well as geography, is a subject, which has been much agitated of late; and though we cannot give an opinion upon it from actual experience, yet we shall here advert to it for a moment, before closing our remarks. One of the most useful directions for facilitating the study of history, according to Dr Priestley, is to begin with authors, who present a compendium, or general view of the whole subject of history, and afterwards to apply to the study of any particular history, with which a more thorough acquaintance is desired. This always appeared to us rational, and we have not, till recently, been aware, that pupils, who were disposed to learn at all, revolted with any disgust from the course thus marked out. But from a fanciful analogy, as it seems to us, between the inductive method of reasoning in metaphysics and intellectual philosophy, and the way of pursuing various arts, it is strenuously maintained by some, that in history, as well as in everything else, the learner must begin with what is nearest to him; that he must commence with his own little precinct, as the centre of his circle, and pursue the radii and concentric circles, till he has compassed our whole sphere. Now this may be very amusing in its commencement, both to the instructer and to the pupil; but as to its practical superiority over the common method, if it is expected to be carried forward to its full extent, we are wholly incredulous. Even in geography, in regard to which the plan is more intelligible, we cannot perceive its use beyond the merest incipient state of instruction, certainly not as a substitute for the mode of teaching by approved books and maps. In history its use must be still more limited. Everything, however, in the shape of history, recent, near, or remote, may be subsidiary to one's progress in the knowledge of it, and the pupil may come to transfer the interest, which he feels in particulars, to the general study. If what we have now admitted, be anything like, or nearly the same as what is intended by the projectors of reform, in this part of education, then it is unreasonable in them to talk so much and so loudly against the books and modes of instruction in present use. But if much more is intended, it amounts to an innovation, as it seems to us, wholly groundless, and altogether hopeless as to practical improvement. We have seen no books formed on the plan proposed, to any great extent, for not even the geography of Pestalozzi has much to do with such a plan; and apart from his definitions, and we approve of a liberal use of definitions, we can see nothing in the work, which claims a remarkable share of praise; and as a whole, it is very far from being attractive. Oral instruction, which is brought into view in the system of which we are speaking, is very agreeable, and has some great advantages; but they are such pleasures and advantages as few have the means of enjoying to any great degree. Be they ever so great, however, this kind of instruction cannot supersede, nor is it desirable that it should, in any stage of education, the use of books. Certain it is, that oral instruction in the arts and sciences, can never become general, till the return of the patriarchal age, when every parent shall be able to teach all, that it is important his children should learn.

We do not fear, therefore, for our reputation, in recommending Mr Worcester's History for what it claims to be, an elementary book; and besides its general excellences, which we have mentioned, it will impart much information, not commonly found in treatises of this kind, which a young student needs to be furnished with; such as the antiquities of Greece and Rome, mythology, religion, and literature.

ART. Ш.-Practical Observations upon the Education of the People. By HENRY BROUGHAM, Esq. M. P. F.R. S. London. 1825. 8vo. pp. 33.

THE edition of this interesting pamphlet, which is now before us, and which was published last year, is the tenth; but we

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believe, that before the end of the year the editions had been multiplied to nearly three times that number; and we are given to understand, that the Observations have in the same time been most extensively circulated throughout Great Britain in reviews, journals, and newspapers of every description. Or if any exception is to be made, it is a circumstance that does not diminish, but rather increases the interest and importance of this statement. That there should be men to take alarm at the universal spread of knowledge; that there should be powerful, nay, respectable journals setting themselves in array against this object, only shows how strong is that cause, against which such an opposition avails so little. This hostility, however, concerns us not, except as a matter of information and of regret. Nor would it much disturb, if it did more nearly concern us. For it may as safely be said of knowledge as of truth, since it is, in fact, but saying the same thing, that it is strong and will prevail.'

The cause of human improvement, of human nature, has gone too far, the hope of it has become too strong, to allow despondency. The single fact, that a publication like the one before us, has, in England, gone through nearly thirty regular editions in a year, and as many more in quotations and extracts, stands, with us, against all other facts. It stands against whatever is stronger than facts, against all obstacles, however deeply laid in the foundations of prescription, and strongly built in the battlements of power. There is a movement in the great mass of society, to which all such obstacles must yield, or by which they must be swept away.

But we do not intend to enlarge on this subject of general improvement, about which so many pens are engaged, indeed, that it can scarcely fail of being understood for want of being discussed. We do regard this excited and universal attention to the subject, however, this quickened and earnest spirit of the age, as the pledge of great things. It will fulfil itself. But that it may do so with the greatest success, it is desirable, that every people should bend its first attention to the correction of its own errors, to the remedy of its own abuses, and to urging forward its own improvement. We are willing to consider ourselves as pledged to perform our part, as reviewers, in this great work. We believe there is much to be done, and, most of all, in what may be considered as the very elements of this business, the education of the people.

It will not be doubted, that the subject of education, at large, among the many subjects that have engaged the minds of men for the last three hundred years, has come late for its share of attention. The pressure of political tyranny, or of ecclesiastical domination, has compelled men to inquire into their civil and religious rights. Curiosity and the love of research have urged them to penetrate far into the fields of science and intellectual philosophy. The natural growth of taste and imagination has developed itself in the arts and in literature. But the science of education has been one of less obvious utility or attractiveness, or of less urgent claims upon attention. Men could live, could defend their rights and opinions, could amass personal acquisitions and pleasures, without any of this science. And in the nature of things, they would regard a present interest, which was their own, more than a future one, which concerned their children.

In conformity with these remarks, we find that the subject of education has elicited fewer books, than any other great subject affecting human welfare; fewer than law, medicine, politics, or religion. Fewer, did we say? There is really no comparison between the cases. While there are books on these and other subjects, so many, that the world can scarce contain them; while in foreign countries alcoves, and halls, and mighty structures groan with the weight, some of one hundred, and others of five hundred thousand volumes in a library, you may wander through them all, and find but here and there a thin, neglected, and, very likely, superficial book on education. And this deficiency, moreover, indicates another; a deficiency of interest on this subject, in the public mind. For it is in this, as it is in other things, that a demand, a market will procure a supply. If there had been readers, or those who wished to be such, there would have been writers. And even now, when this subject is attracting an increased attention, there are, and there are among reading parents too, but few, comparatively, who read and inquire earnestly on the best methods of education. Voyages, travels, poems, novels, good things in their place, provided they are good in their character, but these accounts of other, and often fictitious beings and scenes, are more attractive to the most of us, than those discussions, which lead us to contemplate in every light, that interest and duty can present, the beings and scenes of our own home.

It is an encouraging omen for the coming age, that the num

ber both of writers and readers on education is increasing; that many powerful minds are directed to this subject, and that the public attention is beginning to awake; that parents and guardians are making more liberal appropriations of their property, and that men of the highest talents and education are taking up the professed business of teaching youth, not only in our universities and colleges, but in our lyceums, academies, and schools; and that their toils, morever, in many cases, are better compensated than any other intellectual labor in the country. These combined circumstances, connected as they are with the free institutions and fortunate auspices of our national condition, give rise to indefinite expectations of improvement, both in the principles and in the modes of education among us.

In this state of things and of the public mind, we feel a warrant for undertaking to point out some features of that improvement, which the age is demanding; which, in fact, is already taking place, and which, we are sure, will be more fully developed in our systems of instruction. Our language almost involuntarily takes the form of hope and promise; but we give fair warning, that we have to speak of faults and evils, which have prevailed, and still too much prevail, in our systems of

education.

We have only farther to premise, that we shall confine our remarks chiefly, if not entirely, to the education, not of scholars, but of the body of the people, to popular education; to studies, that are pursued in the English language, whether in our common, or grammar schools, or our academies, or our female schools generally. There is another department of popular education, however, distinct from these; and in treating of it, we shall avail ourselves of the valuable information and the judicious remarks, which are thrown together in Mr Brougham's pamphlet.

Let us add, that, as we have proposed the humblest scene of education, we shall content ourselves with some very plain and obvious suggestions, such as all will admit, though but few apply them; for such, on a subject like this, are likely to be at once the most just and the most useful.

The first thing to be required in a system of popular instruction, is, that it should be intelligible; that children and youth should understand what they learn. Understand what they learn? it may be asked; What else can they do? We answer, that they may commit it to memory, may recite it, may even make a

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